Trim Size: 7in x 9.25in Patton ffirs.tex V1 - 01/21/2016 7:43 P.M. Page ii

Trim Size: 7in x 9.25in Patton ffirs.tex V1 - 01/21/2016 7:43 P.M. Page i

STUDENT DEVELOPMENT IN COLLEGE

Trim Size: 7in x 9.25in Patton ffirs.tex V1 - 01/21/2016 7:43 P.M. Page ii

Trim Size: 7in x 9.25in Patton ffirs.tex V1 - 01/21/2016 7:43 P.M. Page iii

STUDENT DEVELOPMENTIN COLLEGE

Theory, Research, and Practice

THIRD EDITION

Lori D. PattonKristen A. RennFlorence M. GuidoStephen John Quaye

Trim Size: 7in x 9.25in Patton ffirs.tex V1 - 01/21/2016 7:43 P.M. Page iv

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-BassA Wiley BrandOne Montgomery Street, Suite 1000, San Francisco, CA 94104-4594-www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any formor by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except aspermitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the priorwritten permission of the publisher, or authorization through payment of the appropriate per-copy feeto the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should beaddressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best effortsin preparing this book, they make no representations or warranties with respect to the accuracy orcompleteness of the contents of this book and specifically disclaim any implied warranties ofmerchantability or fitness for a particular purpose. No warranty may be created or extended by salesrepresentatives or written sales materials. The advice and strategies contained herein may not besuitable for your situation. You should consult with a professional where appropriate. Neither thepublisher nor author shall be liable for any loss of profit or any other commercial damages, includingbut not limited to special, incidental, consequential, or other damages. Readers should be aware thatInternet Web sites offered as citations and/or sources for further information may have changed ordisappeared between the time this was written and when it is read.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directlycall our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986,or fax 317-572-4002.

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some materialincluded with standard print versions of this book may not be included in e-books or inprint-on-demand. If this book refers to media such as a CD or DVD that is not included in the versionyou purchased, you may download this material at http://booksupport.wiley.com. For moreinformation about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data

Names: Patton, Lori D., author. | Renn, Kristen A., author. | Guido-DiBrito,Florence, 1952- author. | Quaye, Stephen John, 1980- author.

Title: Student development in college : theory, research, and practice / LoriD. Patton, Kristen A. Renn, Florence M. Guido, and Stephen John Quaye.

Description: Third edition. | San Francisco, CA : Jossey-Bass & Pfeiffer,2016. | Includes bibliographical references and index.

Identifiers: LCCN 2015041426 (print) | LCCN 2015046247 (ebook) | ISBN9781118821817 (cloth) | ISBN 9781118821862 (pdf) | ISBN 9781118821794 (epub)

Subjects: LCSH: College student development programs—United States. |College students—United States—Psychology.

Classification: LCC LB2343.4 .P38 2016 (print) | LCC LB2343.4 (ebook) | DDC378.1/98—dc23

LC record available at http://lccn.loc.gov/2015041426

Cover design by: WileyCover image: © Florence M. Guido

Printed in the United States of America

THIRD EDITION

PB Printing 10 9 8 7 6 5 4 3 2 1

Trim Size: 7in x 9.25in Patton ffirs1.tex V1 - 10/24/2015 1:34 A.M. Page v

We dedicate this book to higher education and studentaffairs professionals who give of themselves daily to

enhance the development of college students.

Trim Size: 7in x 9.25in Patton ffirs1.tex V1 - 10/24/2015 1:34 A.M. Page vi

Trim Size: 7in x 9.25in Patton ftoc.tex V2 - 01/22/2016 4:25 P.M. Page vii

CONTENTS

Figures and Exhibits ix

About the Authors xi

Acknowledgments xv

Preface xix

Part One: Understanding, Using, and Translating StudentDevelopment Theory 1

1 An Introduction to Student Development Theory 5

2 Foundations for Understanding Student Development Theory 19

3 Using Student Development Theory 51

Part Two: Social Identity Development 65

4 Social Identity: Concepts and Overview 71

5 Racial Identity Development 93

6 Ethnic Identity Development and Acculturation 129

7 Sexual Identity Development 156

8 Gender and Gender Identity Development 175

vii

Trim Size: 7in x 9.25in Patton ftoc.tex V2 - 01/22/2016 4:25 P.M. Page viii

viii Contents

9 Development of Faith and Spirituality 196

10 Disability Identities and Identity Development 230

11 Social Class and Identity 243

12 Emerging Theoretical Perspectives on Student Experiences andIdentities 265

Part Three: Psychosocial, Cognitive-Structural, and IntegrativeDevelopment 281

13 Psychosocial Identity Development 287

14 Epistemological and Intellectual Development 314

15 Moral Development 336

16 Development of Self-Authorship 355

Part Four: Reflecting on Theory to Practice 379

17 Student Affairs Educators as Partners in Using Student DevelopmentTheory 383

18 Implications and Future Directions for Practice, Research, andTheory Development 397

Afterword 409

Appendix: Case Study Scenario: Introducing Prescott University’sSelected SAHE Graduate Students 411

References 433

Index 505

Trim Size: 7in x 9.25in Patton fbetw.tex V2 - 01/21/2016 7:48 P.M. Page ix

FIGURES AND EXHIBITS

Figures

2.1 An Example of the Context of College Student Development 433.1 Reason and Kimball’s (2012) Theory-to-Practice Model 584.1 Reconceptualized Model of Multiple Dimensions of Identity 907.1 Determinants of Sexual Identity Development 1617.2 Processes of Sexual Identity Development 1638.1 Lev’s (2004) Conceptualization of Binary Systems of Sex,

Gender Identity, Gender Role, and Sexual Orientation 1778.2 Relationship among Sex, Gender, Gender Role, and Sexual

Orientation When All Are Fluid and on a Continuum 17810.1 Model of Social and Psychosocial Identity Development for

Postsecondary Students with Physical Disabilities 23913.1 Marcia and Josselson’s Statuses 29213.2 Chickering and Reisser’s Vectors 300

Exhibit

2.1 Schlossberg’s Transition Model 40

ix

Trim Size: 7in x 9.25in Patton fbetw.tex V2 - 01/21/2016 7:48 P.M. Page x

Trim Size: 7in x 9.25in Patton fbetw1.tex V2 - 12/22/2015 2:42 P.M. Page xi

ABOUT THE AUTHORS

Lori D. Patton is an associate professor in the Higher Education and Stu-dent Affairs program at IndianaUniversity. She has been recognized nationallyfor research examining issues of identity, equity, and racial injustice affectingdiverse populations in postsecondary institutions. Her scholarship on criticalrace theory, black culture centers, LGBT students of color, and African Amer-ican undergraduate women has been published in top peer-reviewed journalssuch as the Journal of College Student Development, Journal of Higher Education, andJournal of Negro Education. She is a coauthor of the Second Edition of StudentDevelopment in College and a contributor to several other Jossey Bass publicationsincluding Student Services: A Handbook for the Profession, 5th ed., and The Hand-book of Student Affairs Administration (3rd ed.). She is the editor of Campus Cul-ture Centers in Higher Education: Perspectives on Identity, Theory and Practice (Stylus,2010), coeditor (with Shaun R. Harper) of the New Directions for Student ServicesMonograph, Responding to the Realities of Race (2009), and co-editor (with NatashaN. Croom) of Critical Perspectives on Black Women and College Success (Routledge).She is actively involved in and has been recognized for her scholarly and ser-vice contributions to ACPA, NASPA, ASHE, and AERA. She earned her Ph.D.in higher education at Indiana University, her master’s degree in college stu-dent personnel at Bowling Green State University, and her bachelor’s degreein speech communication at Southern Illinois University at Edwardsville.

Kristen A. Renn is a professor of Higher, Adult, and Lifelong Educationand Associate Dean for Undergraduate Studies/Director for Student Success

xi

Trim Size: 7in x 9.25in Patton fbetw1.tex V2 - 12/22/2015 2:42 P.M. Page xii

xii About the Authors

Initiatives at Michigan State University. She is a coauthor of the Second Edi-tion of Student Development in College, coauthor of College Students in the UnitedStates: Characteristics, Experiences, and Outcomes ( Jossey-Bass, 2013), and authorof Mixed Race Students in College: The Ecology of Race, Identity, and Community onCampus (SUNY, 2004) and Women’s Higher Education Worldwide ( Johns Hop-kins University Press, 2014). She has published extensively on student identityin higher education, student leadership, new professionals in student affairs,LGBTQ education research, and women’s higher education institutions. Shewas associate editor for international research and scholarship for the Journalof College Student Development and serves or has served on the editorial boards ofother leading journals in the field (Review of Higher Education, Journal of HigherEducation, Journal of Diversity in Higher Education, Educational Researcher, AmericanEducational Research Journal). In 2015 she received the Contribution to Knowl-edge Award from ACPA. She earned her bachelor’s degree in music at MountHolyoke College, her master’s degree in educational leadership at Boston Uni-versity, and her Ph.D. in higher education from Boston College.

Florence M. Guido is a professor of Higher Education and Student AffairsLeadership at the University of Northern Colorado. Her scholarship and con-tributions to the profession have been recognized numerous times by ACPAand NASPA. She served as the first scholar-in-residence for ACPA’s StandingCommittee for Women. She also served on the editorial boards of the Journalof College Student Development and the NASPA Journal. She is an original authorof Student Development in College and a major contributor to the second edition.Her idea also sparked the eventual publication of the first edition of StudentDevelopment in College. In addition to her numerous publications including qual-ity journal articles and books chapters, her photographs grace the cover ofthree books in student affairs including Student Development in College, 2nd edi-tion (2010), Identity and Leadership (2013), and Empowering Women in HigherEducation and Student Affairs (2011). Her research interests include studentdevelopment of ethnic groups, students and social class, paradigms of qualita-tive research, photoethnography as method, and autoethnography as culture.She earned a Ph.D. in Educational Administration (with an emphasis in highereducation) from Texas A&M University, a master’s degree in college studentpersonnel administration in Higher Education from Ball State University, anda bachelor’s degree in art history from Briarcliff College, Briarcliff Manor, NY.

Stephen John Quaye is an associate professor in the Student Affairs inHigher Education Program atMiamiUniversity. He is a believer in the power ofpersonal storytelling and strongly believes that hearing and sharing our storieswith others can foster connections and learning across differences. He valuesdialogue as a vehicle to promote change in society, and specifically studies

Trim Size: 7in x 9.25in Patton fbetw1.tex V2 - 12/22/2015 2:42 P.M. Page xiii

About the Authors xiii

how facilitators can navigate shame and guilt in dialogue spaces and the strate-gies facilitators can use to engage students in dialogues about privilege, power,and oppression. He is coeditor (with ShaunR.Harper) of Student Engagement inHigher Education: Theoretical Perspectives and Practical Approaches for Diverse Popu-lations (Routledge, 2014). His work is published in different venues, includingThe Review of Higher Education, Teachers College Record, Journal of College StudentDevelopment, and Equity & Excellence in Education. In addition, he is the recipi-ent of the 2009 NASPAMelvene D. Hardee Dissertation of the Year Award. HisPh.D. in higher education is from Penn State University, his master’s degree instudent affairs is from Miami University, and his bachelor’s degree in psychol-ogy is from James Madison University.

Trim Size: 7in x 9.25in Patton fbetw1.tex V2 - 12/22/2015 2:42 P.M. Page xiv

Trim Size: 7in x 9.25in Patton fbetw2.tex V2 - 12/22/2015 2:45 P.M. Page xv

ACKNOWLEDGMENTS

Many people have contributed to this work in very significant ways. First,we would like to thank our colleagues at Jossey-Bass, especially Shauna

Robinson, for all of their support, encouragement, and understanding duringthe process of completing this book. Thanks to Erin Null, who was instrumen-tal in the early stages of this project. We also appreciate our student affairscolleagues, who offered helpful suggestions for approaching the content ofthis book. Furthermore, several colleagues reviewed chapters in this book andoffered excellent feedback for revision, including Marylu McEwen, Bill Cross,JoanOstrove, Susan Jones, Chris Linder, Alyssa Bryant Rockenbach, Jane Fried,Leilani Kupo, and Alicia Chávez. David Nguyen, a doctoral candidate at Michi-gan State University, deserves particular thanks for his contributions to thisvolume, which included wrangling the entire reference list and four authors.We are extremely thankful to Nancy Evans and Dea Forney for their excellentleadership on the first and second editions of this book, as well as reviewingvarious chapters in the current edition. Nancy, thank you for constructing asolid and thoughtful Preface for the book. Dea, thank you for contributingthe Afterword and for your continued support.

In addition to our collective acknowledgments, we each wish to share a fewpersonal acknowledgments.

Lori D. Patton is thankful to her partner, Tobias Davis, and her children,Preston and Parker, for their amazing love and support. I could not havecompleted this project without you. Thanks to my St. Louis family for all of theprayers and encouragement. I truly appreciate the support of my friends and

xv

Trim Size: 7in x 9.25in Patton fbetw2.tex V2 - 12/22/2015 2:45 P.M. Page xvi

xvi Acknowledgments

colleagues, particularly Chayla Haynes Davison, Shaun Harper, and Sha’KemaBlackmon for always lending an ear and offering encouraging words. MaryHoward-Hamilton, thanks for nurturing my initial and continued interestin student development theory. Special thanks to my Indiana University col-leagues and to the many graduate students, particularly those in my studentdevelopment theory courses, who offered critiques and honest feedback toenhance this book. Jessica Harris and Samantha Ivery, thank you for not onlyoffering your perspectives but also gathering important research and data forinclusion in the book. Steve Mobley, Jr., thanks for the excellent resourcesduring my time crunch. Last but not least, thank you Kris, Flo, and Stephenfor embarking on this journey with me. I’m thrilled that, despite the manypersonal and professional priorities in our lives, we were able to collaborateand produce an excellent book.

Kristen A. Renn thanks her coauthors for the opportunity to work togetheron this project, with special thanks to Nancy Evans and Dea Forney for trustingus with this new edition. I appreciate the intellectual contributions of count-less colleagues who have moved the field of student development forwardand allowed me to participate in this community of scholarship and practice.At Michigan State University I appreciate the support of colleagues and stu-dents in my academic department. Shortly after we embarked on this edition,I agreed to lead a campuswide student success initiative at MSU, a role thatreminds me of the important work that student affairs educators do every dayto support students’ personal, academic, and social development. I thank theprofessionals with whom I currently do this work for their patience, guidance,insight, and inspiration as I relearned to apply theory to practice in contem-porary higher education.

Florence M. Guido would like to thank the hundreds of students enrolledin the student development classes I have taught since 1992. Your stories keepme grounded in theory to practice. A special thanks to spring 2015 AdvancedStudent Development Theory students Gia Lemonedes, Larry Loften, Court-ney Matsumoto, Katie McCue, and Christine Smith; you remind me why Iteach. Lainey Brottem, your editing was just in time. Gabriel Serna, ChaylaHaynes Davison, Tamara Yakaboski, and Matt Birnbaum, colleagues at UNC,your generosity in giving me space and support to focus on my part of themanuscript did not go unnoticed. Lori, Kris, and Stephen, thanks for slippinginto Nancy Evans and Dea Forney’s shoes with aplomb. Kris Renn, thank youfor your feedback onmy writing for this third edition. Finally, thanks to friendsand family, particularly my dad, Cosmo F. Guido—how blessed I am that youencourage me to laugh at myself and live my life, while being a part of yours.Not to be remiss, thanks Jack for taking Bella swimming so I could write.

Trim Size: 7in x 9.25in Patton fbetw2.tex V2 - 12/22/2015 2:45 P.M. Page xvii

Acknowledgments xvii

Stephen John Quaye offers gratitude to his son, Sebastian, for helping himlearn how to blend his life as a parent with his work. Your inquisitive mind,curious spirit, and kind heart help me remember of my two roles—parentand faculty member—which one matters most, and I appreciate the ways youenable me to pay attention and see the world anew through your eyes. Thankyou tomy colleagues at Miami University—Elisa Abes, Marcia Baxter Magolda,Kathy Goodman, PeterMagolda, David Perez II, Judy Rogers, andMahauganeeShaw—for creating an environment where I feel mattered and validated andcan thus do my best work. Chris Linder, thank you for talking through ideaswith me, reading my work, and most importantly, encouraging my voice andvalidating who I am. Finally, I extend my gratitude to Jessica Gunzburger forreminding me, when I felt stressed or overwhelmed, why I do what I do. Yourlistening ear was exactly what I needed in those moments.

Trim Size: 7in x 9.25in Patton fbetw2.tex V2 - 12/22/2015 2:45 P.M. Page xviii

Trim Size: 7in x 9.25in Patton fpref.tex V2 - 12/22/2015 2:48 P.M. Page xix

PREFACE

As the lead author of the first two editions of Student Development inCollege, I read the chapters included in the third edition with feelings that

are both bittersweet and joyful; bittersweet as I have had only a minor role inthis edition, and joyful about the fine job my colleagues, Lori Patton, KristenRenn, Flo Guido, and Stephen Quaye, have done in carrying on the traditionof producing a high-quality and insightful work that will ensure that studentaffairs graduate students are grounded in student development theory andcan use it effectively in their work with students now and in the future. Theseauthors know the field of student affairs very well, are effective teachers, andunderstand the nuances of using theory in student affairs settings.

The overall purpose of this book remains the same as in earlier editions:to provide a general overview and introduction to student development the-ory in a book that will continue to serve as the go-to resource for those mostcommitted to conscious and intentional student affairs practice. However, theorganization and focus of this edition of Student Development in College are quitedifferent than they were in the first two editions and may surprise readers whohave used one or both of those editions.

First, the authors expanded and revised the content of the introductoryand closing sections. The introduction includes a greatly expanded reviewof the philosophical underpinnings of student development research andpractice and a revised discussion of the use of theory in student affairssettings. Of particular importance, in Chapter Two the authors included anexpanded discussion of worldviews and paradigms that undergird student

xix

Trim Size: 7in x 9.25in Patton fpref.tex V2 - 12/22/2015 2:48 P.M. Page xx

xx Preface

development research. Researchers within the fields of education, sociology,and psychology, as well as other fields that contribute to an understandingof student development, now use more varied methodologies grounded in avariety of paradigms, including constructionist and critical approaches, alongwith the more widely recognized positivist paradigm. Students and users ofstudent development theory must understand these newer approaches andhow they shape theoretical propositions and ways of thinking about theoryand its use in practice. In the final introductory chapter on the use of theory,Patton and her colleagues offered discussion of the developmental process,including streamlined reviews of ecological and transition theories, each ofwhich previously had its own chapter. The authors have correctly pointedout that these theories focus on the manner in which development occursrather than on development itself. Patton and her coauthors also introduceda recently published theory-to-practice model that should be of great utility tothose who are new to the topic. The focus on ways of using theory in varioussettings, found in the closing section, has also been shifted. Rather thanpresenting scenarios, as found in the second edition of Student Developmentin College, the authors of the third edition have addressed theory-to-practiceapplications by exploring how to engage others in discussions of varioustheories, discussing ways in which theory can be taught in graduate studentaffairs classes, examining how theory can be used in difficult dialogues,and exploring ways of using theory in self-analysis both to better learn thetheory and also to share it more effectively with others. This new approach toexploring use of theory in practice is very practical for students, faculty, andstudent affairs professionals.

After the introductory section, the authors open the discussion of theoriesin the third edition with a greatly expanded section focused on social identitytheories rather than using the more traditional chronological approach, start-ing with psychosocial and cognitive developmental theories, that the secondedition authors used. The third edition authors also included several chapterson social identities that had not previously been examined in the book (forexample, disability and social class identity as well as emergent digital andnational identities). In some of the social identity chapters, Patton and hercolleagues deleted previously included theories in favor of newer theories thatappear to have more potential for broader and more inclusive student affairsapplications than older theories did (for example, a new theory of sexual iden-tity development, which applies to heterosexual identity development as well asnon-heterosexual identity development, replaces the theories included in thesecond edition that apply only to gay, lesbian, and bisexual identity develop-ment). Appropriately, given the attention that these topics are receiving in the

Trim Size: 7in x 9.25in Patton fpref.tex V2 - 12/22/2015 2:48 P.M. Page xxi

Preface xxi

student development literature, Patton and her coauthors have also expandedtheir discussion of multiple dimensions of identity and the intersectionality ofsocial identities. These authors still addressed the more familiar psychosocialand cognitive-structural theories, but later in the book and in a more con-densed version.

Readers may be wondering why these somewhat radical changes in orga-nization and content were made. If readers are familiar with student devel-opment research conducted since 2010, when the second edition of StudentDevelopment in College appeared, the answer will be apparent. During this timeperiod, almost all the research related to student development has centeredon social identity and foundational knowledge related to privilege, oppres-sion, multiple identities, and intersectionality. With the exception of new workexamining the sources and outcomes of self-authorship, which was again givenits own chapter in the third edition, only minimal work has centered on psy-chosocial and cognitive structural development. Another advantage of startingthe examination of theory by discussing social identities is that this approachis more likely to engage diverse students whose background may relate to oneor more of these theories. Getting all students involved in class discussionsearly in the process may help to create a richer and more critical analysisof theories.

Another change that will be readily apparent to readers of earlier edi-tions is the omission of student profiles at the start of each chapter. Ratherthan offering short scenarios that might seem rather stereotypical, the authorshave developed a complex scenario along with expanded life stories of stu-dents about to start their journey within a student affairs graduate program,which can be found in an appendix. As they review each chapter, readers areencouraged to consider how the various theories might help to explain howthe profiled students might respond to situations within the ongoing scenariosand how the situations might affect development of these profiled students. Inaddition, at the end of each chapter, the authors have provided a number ofthoughtful questions and activities to assist readers in recalling and retainingthe most important points about each theory and other content included. Thequestions can also be used to spark discussion in and out of class.

While the changes in Student Development in Collegemay seem overwhelmingat first glance, a more thorough study of the book will convince most readersthat the changes that Patton, Renn, Guido, and Quaye have brought to thebook are meaningful, based on current directions in the student affairs lit-erature, and intended to strengthen readers’ learning of the most importantliterature base in the student affairs profession: student development theoryand its uses in the practice of student affairs. I encourage readers to approach

Trim Size: 7in x 9.25in Patton fpref.tex V2 - 12/22/2015 2:48 P.M. Page xxii

xxii Preface

this new edition with an open mind. I know that they will be rewarded witha much broader knowledge of student development theory and applicationthan readers gained from the earlier two editions.

The opening section of the book, Part One, provides an overview of stu-dent development theory, particularly the process of understanding, using,and translating theory to practice. The three chapters in this section tracethe historical context and evolution of student development (Chapter One),situate student development theory within the context of diverse worldviewsand paradigms (Chapter Two), and provide recommendations and strategiesfor approaching theory and its use from a holistic and integrative framework(Chapter Three). Collectively, these chapters provide readers with a solid foun-dation for gaining a nuanced comprehension of theory.

Part Two places significant emphasis on social identity developmentprocesses in college. Patton and her colleagues have expanded this sectionof the book, which closely mirrors the trajectory of the research conductedin the field. In Chapter Four, they introduce concepts related to social identitydevelopment, especially privilege and oppression. They also describe multipleidentity models and the interconnections between diverse identities. ChapterFive includes content on racial identity development models and theories.The chapter is framed through a critical race lens before presenting thegeneral model of Derald W. Sue and David Sue, the Black identity model ofWilliam Cross and Peony Fhagen-Smith, the White racial identity models ofJanet Helms and Wayne Rowe and his colleagues, Jean Kim’s model of AsianAmerican identity development, Bernardo Ferdman and Plácida Gallego’smodel of Latino identity development, Perry Horse’s examination of how raceis viewed in American Indian communities, and Kristen Renn’s ecologicalapproach to multiracial identity.

In Chapter Six, the authors examine concepts such as ethnic identity andacculturation through various models, including Jean Phinney’s model of eth-nic identity, Vasti Torres’s Latino identity model, and acculturation modelsthat explain the experiences of Asian American, Indigenous, African Amer-ican and Afro-Caribbean, and European American identity groups. ChapterSeven includes an examination of sexual identity development that centersthe experiences of not only lesbian, gay, and bisexual students, but also thoseidentifying as heterosexual. Rather than presenting the models of VivienneCass, Ruth Fassinger, and Anthony D’Augelli found in the second edition, inthis chapter, Patton and her coauthors introduce Frank Dillon, Roger Wor-thington, and BonnieMoradi’s unifyingmodel of sexual identity development,which presents sexual identity development as a universal process. The focusof Chapter Eight is on gender and gender identity. The authors again take a

Trim Size: 7in x 9.25in Patton fpref.tex V2 - 12/22/2015 2:48 P.M. Page xxiii

Preface xxiii

more inclusive approach and add more information to disentangle the confu-sion some readers may have with understanding gender identity. They explainin detail Kay Bussey’s social-cognitive theory of identity development, which issimilar to other ecological processes examined earlier in the book.

In Chapter Nine, the authors introduce significantly expanded contenton theories of faith and spirituality. Theories offered by James Fowler andSharon Daloz Parks are still featured, but this chapter is expanded to includeAlexander Astin, Helen Astin, and Jennifer Lindholm’s spiritual and religiousconstructs as well as Lori Peek’s Muslim identity model and Jesse Smith’satheist identity development model. Chapters Ten, Eleven, and Twelve are newand extremely relevant additions to the book. In Chapter Ten, the focus is ondisability identities and models. The emphasis in Chapter Eleven is on socialclass identities and theories of social reproduction and capital. In ChapterTwelve the authors provide a description of diverse student identities thatare increasingly emergent in the literature. They focus on national, digital,feminist, veteran, and athletic identities.

In Part Three, Patton and her colleagues present psychosocial, cognitivestructural, moral, and integrative theories. In Chapter Thirteen, they introduceErik Erikson’s psychosocial identity theory and the theories of two individu-als who built on his work, James Marcia and Ruthellen Josselson. The chapteralso includes an overview of Arthur Chickering’s theory of psychosocial devel-opment, focusing particularly on his revised theory, developed in collaborationwith Linda Reisser. Chapter Fourteen focuses on William Perry’s cognitive struc-tural approach, which examines the intellectual and ethical development ofcollege students, and theories influenced by his work including Mary Belenkyand her colleagues’ study of women’s intellectual development and the reflec-tive judgment model of Patricia King and Karen Kitchener.

Chapter Fifteen focuses on moral development, a specific component ofcognitive structural development that deals with how people make deci-sions that affect their lives and the lives of others. The pioneering workof Lawrence Kohlberg is featured, followed by an examination of JamesRest’s neo-Kohlbergian theory and Carol Gilligan’s alternative explanationof moral development. In Chapter Sixteen the authors present theories ofself-authorship, reviewing Robert Kegan’s theory of self-evolution, MarciaBaxter Magolda’s original research on epistemological development of menand women, and Baxter Magolda’s breakthrough work on self-authorship thatbuilds on Kegan’s work.

Part Four concludes the book with a focus on student affairs educators asadvocates and partners in the learning process and future directions in the-ory. Chapter Seventeen, a newly added chapter, provides recommendations for

Trim Size: 7in x 9.25in Patton fpref.tex V2 - 12/22/2015 2:48 P.M. Page xxiv

xxiv Preface

promoting the use and translation of theory to practice and offers an exampleof how intergroup dialogues can be used in student affairs related settingsto tackle difficult conversations that often emerge in discussions of theory.Finally, to close the book, Patton and her coauthors examine the current stateof student development in Chapter Eighteen and provide recommendationsfor future research, practice, and application. As with previous editions, theauthors continue the tradition of providing a user-friendly book that promptsfurther exploration of theory and provides an update to readers who want tolearn about updated and recently introduced theories. This book will certainlymake a meaningful contribution to the student affairs knowledge base.

Nancy J. EvansProfessor (on permanent medical leave)

Student Affairs ProgramSchool of EducationIowa State University

Ames, Iowa

Trim Size: 7in x 9.25in Patton p01.tex V2 - 12/22/2015 10:03 A.M. Page 1

PART ONE

UNDERSTANDING, USING,AND TRANSLATING STUDENTDEVELOPMENT THEORY

Regina is about to begin her masters program in student affairs adminis-tration. In addition to maintaining a 3.5 GPA, Regina was active as an

undergraduate in student government and the Association for MulticulturalUnderstanding (AMU).When she decided early in her senior year that a careerin business was not for her, the advisor to AMU suggested she think about stu-dent affairs administration. Regina had never heard of this profession, but sheenjoyed the college environment and thought that the work her advisor didwas important and interesting. She wanted to have the same kind of impact onothers as he had on her. So she investigated various graduate programs andended up with an offer from one of the best programs in the country alongwith an assistantship in Multicultural Student Affairs. Needless to say, she isexcited but also a little anxious.

Regina is hoping the course in student development theory for which sheis registered will give her some clues about how to approach the students withwhom she will be working. After her orientation to the Multicultural StudentAffairs office, all she knows is how the phone system works, what her emailaddress is, and who the other people in her division are. Aside from a briefmeeting with her assistantship supervisor, no one has provided much infor-mation about the issues students are facing on campus or how to go about

Trim Size: 7in x 9.25in Patton p01.tex V2 - 12/22/2015 10:03 A.M. Page 2

2 Student Development in College

addressing them. At this point all she has to go on is her own experience asan undergraduate, and she is perceptive enough to know that students at thislarge research university might have different concerns from hers and thoseof her peers who attended a historically Black college.

In preparation for her first class, Regina pages through her student devel-opment theory text. There are so many theories! How will she ever learn themall? Surely she won’t be expected to memorize them all? Will she be able to useall of these concepts meaningfully in her work? Regina is feeling overwhelmed.

◆ ◆ ◆

As Regina has intuited, understanding student development is crucial inorder to be an effective student affairs educator. The growth and developmentof students is a central goal of higher education, and student affairs profession-als play an integral role in its achievement. To accomplish this goal, educatorsmust be familiar with an extensive literature base focusing on student develop-ment and be able to use relevant concepts and ideas effectively in their dailyinteractions with students. In addition, program planning and policy develop-ment are enhanced when student development concepts are used as a guide.Becoming knowledgeable about student development requires serious study,including critical analysis and evaluation of theory and research.

◆ ◆ ◆

In Part One, “Understanding, Using, and Translating Student Devel-opment Theory,” we set the stage for examining student development. Weintroduce a number of concepts to provide a context for the study of specificstudent development theories presented later in the book. While some of thismaterial may initially seem abstract, we encourage readers to refer back to thetext of Part One when exploring later chapters that describe specific studentdevelopment theories. In Part Four, we will revisit many of these ideas byexamining the use of theory in practice, the role of student affairs educatorsas learning partners, and the current state of the student developmentknowledge base.

In Chapter One, “An Introduction to Student Development Theory,”we present definitions of the term student development and clarify thevarious ways in which the concept has been applied. To provide historicalbackground and a sense of how and why student development became thefoundation of the student affairs profession, we trace the evolution of thestudent development approach, provide an overview and trajectory of the

Trim Size: 7in x 9.25in Patton p01.tex V2 - 12/22/2015 10:03 A.M. Page 3

Part One 3

theories examined later in the book, and connect student development tostudent learning.

In Chapter Two, “Foundations for Understanding Student DevelopmentTheory,” we introduce a diverse array of worldviews and paradigms to illustratethe complexities that undergird the creation of theory. We discuss their influ-ence on student development theory and research related to college students.We also describe content and process models and theories, which focus moreon the context of development and the influence of the environment. Thesemodels and theories are helpful for understanding, analyzing, and critiquingtheory.

The content in Chapter Three, “Using Student Development Theory,”details recommendations and strategies for using and applying student devel-opment theory. We explain the critical role of theory in student affairs practice,provide suggestions for evaluating the potential utility of theories, and offerboth cautions and challenges associated with using student development the-ory. We present a theory-to-practice model and offer examples of integrativeapproaches for using theory. The chapter concludes with a brief case scenarioto help readers begin the practice of considering theoretical application froma holistic perspective.

Though the study of student development can be overwhelming at first,the present wealth of knowledge about what happens to students in collegeis also gratifying and exciting. In an effort to promote learning and theoryapplication throughout this book, we have provided a larger case studyscenario in the appendix. The case ushers readers into an introductory,graduate-level student development theory course at Prescott University. Wethen provide individual portraits of students in the course and focus on theirindividual developmental journeys. We also offer thought-provoking questionsabout each student’s portrait, to foster the application of various theories totheir stories. While readers may review the case and portraits at any point,we recommend visiting the case study in the appendix before proceeding toChapter Five, which begins our full discussion of specific theories.

Trim Size: 7in x 9.25in Patton p01.tex V2 - 12/22/2015 10:03 A.M. Page 4